Five Senses

Five Senses
Pri or Knowl edge

The student has
1. described objects
2. sorted objects
3. counted orally to 10
4. pointed to pictures/objects that are the same or different.
Mat hemat i cs, Sci ence and Language Obj ect i ves
Mat hemat i cs
The student will
1. summarize data on a graph
2. classify objects by shape, size and color
3. duplicate patterns
4. order objects by size
5. create and describe sets and subsets
6. determine quantity in sets and subsets up to ve and two ves
as 10, etc.
7. estimate number of objects they can see, feel in given sets.
8. explore idea of size in relation to distance.
Sci ence
The student will
1. name the ve senses
2. use one of the ve senses to discover properties of objects in
the environment
3. name a body part used for each sense
4. compare objects using only one sense
5. classify objects using only one sense
6. become aware of various physical impairments
7. describe how the ve senses work together
8. describe ways to show proper care of eyes, ears and nose
9. practice safety procedures relevant to the ve senses
10. describe how each sense works.
Language
The student will
1. create a class Big Book on the ve senses
2. provide and use relevant theme vocabulary where appropriate
3. use relations such as top, bottom, direction, space and location
(above/below, front/back, near/far)
4. listen to taped sounds and stories
5. match written text with illustrations of each of the ve senses
6. develop predictable language/pattern reading.
u n i t
K
2 Unit K Five Senses
Teacher Background Informat i on
Without the information we receive through our ve senses we could not func-
tion as the beings we are. Each sense is important in its own right, but each has
limitations. On the other hand, one sense can be used to compensate for another.
The most effective way to receive information, of course, is to use all our senses
in harmony.
Another important aspect of learning about our senses is to become aware of
physical handicaps that may cause difculty for people who do not have access
to these senses, though this does not make people different or lesser. These mar-
velous gifts of sensing the world we live in must be protected and cared for.
In this unit the teacher background information is quite lengthy and has been
placed within each lesson. The teacher will have easier access to the information
if it is closer to the other instructional material of the unit.
Perhaps more information has been added than a teacher may wish to provide
the children. However, it is available; what the teacher deems reasonable should
be made available to the children.
Unit K Five Senses 3
touch smell taste sight hearing
el tacto el olfato el sabor la vista el odo
odor tongue eyes loud skin
olor lengua ojos fuerte cutis
rough nose see smooth strong
spero, a nariz ver liso, a fuerte
salty shape high hard weak
salado, a gura alto, a duro, a dbil
sweet color low soft different
dulce color bajo suave diferente
bitter size sound hot same
amargo tamao sonido caliente igual
sour ears cold feel texture
agrio odos fro sentir textura
V O C A B U L A R Y
I LESSON 1 The Five Senses
BIG IDEAS We learn about the world through our ve senses. The number ve has
other names.
I LESSON 2 Sight
BIG IDEAS The sense of sight helps us recognize each other and learn about color,
motion and distance.
I LESSON 3 Hearing
BIG IDEAS The sense of hearing helps us learn from each other through communica-
tion. Sound can produce patterns.
I LESSON 4 Touch
BIG IDEAS The sense of touch helps us learn about our world by feeling it and learn-
ing the size, texture and shape of things.
I LESSON 5 Smell
BIG IDEAS The sense of smell helps us enjoy life and helps us learn about unsafe
conditions.
I LESSON 6 Taste
BIG IDEAS Taste helps us, among other things, to select and enjoy food. There are
four familiar tastes.
I LESSON 7 Altogether, Now
BIG IDEAS We learn best about our world when we use our ve senses at the same
time.
L E S S O N F O C U S
O B J E C T I V E G R I D
Lessons 1 2 3 4 5 6 7
Mat hemat i cs Obj ect i ves
1. summarize data on a graph
2. classify or sort objects by shape, size, sound
and/or color
3. duplicate patterns
4. order objects by size
5. create, describe and count the objects in sets
and subsets
6. determine quantity in sets and subsets up to
ve and two ves as 10, etc.
7. estimate number of objects students can see,
feel in given sets
8. explore idea of size in relation to distance.
Sci ence Obj ect i ves
1. name the ve senses
2. use the ve senses to discover properties
of objects in the environment
3. name a body part used for each sense
4. compare objects using only one sense
5. classify objects using only one sense
6. become aware of various physical
impairments
7. describe how the ve senses work together
8. describe ways to show proper care of eyes,
ears, skin and nose.
9. practice safety procedures relevant to the
ve senses
10. describe how each sense works.
Language Obj ect i ves
1. create a class Big Book on the ve senses
2. provide and use relevant theme vocabulary
where appropriate
Continued on next page
Lessons 1 2 3 4 5 6 7
3. use relations such as top, bottom, direction,
space and location (above/below, front/back,
near/far) to describe
4. listen to taped sounds and stories
5. match written text with illustrations of each
of the ve senses
6. develop predictable language/pattern reading.
BIG IDEAS We learn about the world through our ve senses. The number ve
has other names.
Whol e Group Work
Mat eri al s
Book: My Five Sensesby Aliki
Word tags: see, hear, feel, taste, smell, texture
Collection of various objects that students can sort by shape, size, texture
Chart for relevant words
Laminated picture/diagrams of the ear, eye, nose, tongue, nger (to show feeling)
Counters
Encountering the Idea
Tell the students they will begin the new unit by going outside to take a little
barefoot walking trip. Ask them to talk to each other about their experiences on
the trip to help them remember everything they can about the trip. Students go on
a walk for at least 15 minutes. Ask questions during the trip.
Once the class returns to the classroom, have students brainstorm by describ-
ing what they experienced, describing their trip. If the students dont mention
each of the ve senses, ask questions: Did you smell something? What did you
hear? See? What did you feel? When you smelled the cafeteria food, could you
taste it? Did you see a dog (some other animal)? How did you know it was a dog?
Did you see the mountains? How far are they? What color is the sky? Did you see
any cars? What were they doing? What parts of your bodies did you use to get all
this information? Discuss how they learn from seeing, hearing, touching, smelling
and tasting.
The teacher develops a word bank or a chart using student responses. Tell stu-
dents that at the learning centers they will complete many different activities that
will help them learn more about how humans learn.
Exploring the Idea
At the Art Center students cut out pictures from magazines that show people
using the ve senses.
At the Writing Center students complete frame sentences: I see __________
with my eyes, I hear __________ with my ears, etc. Students supply the words.
The teacher writes the words on a chart for students to use for this lesson and
subsequent lessons.
At the Mathematics Center students sort objects by color, size, shape, texture,
etc.
Students use the laminated pictures of the body organs that represent the ve
senses to show that the number ve has other names such as two plus three and
The Five Senses
L ESSON
1
one plus four. Using the pictures to group, the students show that one plus four is
the same as four plus one. Using cube counters, the students show that one row
of ve red cubes matches a row of four white and one yellow, three brown and
two black, etc.
Getting the Idea
1. After students complete their activities, ask them to review their experiences
on their walk. What did they learn about the world on their trip? What did
they use to learn on their trip? What is in the world besides people? How do
you know? What kinds of sounds are there? How do you know? What is
important about our senses? We learn about the world.
2. Read the book My Five Senses by Aliki to the students. Discuss the book. The
students show the class the pictures they cut out of the magazines at the Art
Center and why they chose those pictures. How were the people using their
senses?
3. Collect student work for a class Big Book.
4. The students show the other members of the class how they sorted the objects
in the Mathematics Center and explain why they chose those categories. How
many categories did they form? How many objects did they put into each cate-
gory? Did they put some objects into more than one category? Which ones?
Why?
Closure and Assessment
Oral Assessment
1. Why do we need our ve senses?
2. What can we do with our senses?
3. Tell me two other names for the number ve.
Per formance Assessment
1. Assess the students performance on the sorting task at the Mathematics
Center.
2. Assess the students performance on the writing task at the Writing Center.
3. The students, using cubes, show two other names for the number ve.
BIG IDEAS The sense of sight helps us recognize each other and learn about
color, motion and distance.
Whol e Group Work
Mat eri al s
Book: Brown Bear, Brown Bear, What Do You See? by B. Martin, Jr.
Various leaves; a small plant or ower; a diagram of the eye; pieces of carpet,
oor tile and sandpaper; binoculars; a microscope with prepared slide; hand
lenses; a telescope; action pictures cut in half; photos of people wearing
glasses; a seashell; an insect; several wind-up toy cars; a stapler; toy tele-
phones; attribute blocks
Word tags: iris, pupil, eyebrow, eyelid, eyelashes
Students, here we have a collection of leaves. Call your friend in and describe
this leaf to your friend over the telephone. One or two students demonstrate and
then students continue at the Science Center. You cant touch the leaves, only
describe what you see.
Exploring the Idea
1. At the Science Center, using the sense of sight only, a student describes the
properties of a leaf. At the center, the students take turns comparing the prop-
erties of various leaves. In describing a leaf, students use numbers such as
one,two,three as appropriate to describe the leaf. This leaf is dark green. Look,
you can see its veins. This one has ve points on it. This one has only three.
This one has some fuzz on it. This leaf has jagged edges, but this one has
smooth edges. After they have nished their work at the center they will
report to the class.
2. The students go on a sighted (eyes open) walk and a non-sighted (blind-
folded) walk. The students choose partners and take turns being blindfolded.
The students compare the two walks, stressing the important role the eyes
play in our everyday lives. When taking the walk, the students take care to
observe the colors in the environment. They also note if they saw things mov-
ing, and if they saw things that were far and close. On returning they con-
tribute to a list of objects observed and objects colors. Teacher writes the
responses on a chart.
3. Students do Activity Blind Mans Bluff.
4. Students begin Activity Colorful Eyes.
5. Students do Activity Eye Care.
On another day the students go outdoors to use binoculars and a telescope,
alternating between the close-up and distant lenses. On returning to class, the
Sight
L ESSON
2
students use hand lenses to observe their hands and ngers. They describe to
each other what they see with the binoculars, telescope and magnifying lens that
they cant see without them.
In small groups, the children contribute to a list of occasions (or draw illustra-
tions) when binoculars, telescopes and magnifying lenses are used. They share
the lists with the class.
At the Mathematics Center:
1. Students make a list of colors observed on a seashell (or on an insect, a small
plant or a ower.) They count the number of colors. They compare the sizes
and shapes of the shells, and other objects.
2. Students sort objects by color.
3. Students sort attribute blocks or jar lids by size. Order them from smallest to
largest.
4. Students begin Activity Colorful Eyes.
At the Art Center the students:
1. use colors made by mixing different tempera paints in their drawings. They
say which color they want to make and then proceed to experiment with the
colors until they get the one they want.
2. make a class mural of a rainbow rst by cutting out magazine pictures of one
the opening, letting in more or less light. The lens focuses the light rays on the
retina; the cornea protects the lens. When you look at your eyes in the mirror,
youre only seeing a part of them. The whole eye is shaped like a round ball,
most of it is inside your head and protected by your skull. Your eyelids and eye-
lashes protect your eyes too. Your eyelids make it possible for you to close your
eyes, shutting out the light when you are tired. Closing your eyes makes it easier
for you to go to sleep.
Light strikes something and bounces off. This reected light, the light that
bounces off the thing you are looking at, travels into your eyes through the pupil.
As the light enters the eye, it passes through the lens. The lens helps to take out
the fuzzy look of the thing you are looking at, focusing the image. As the light
goes through the lens, it turns upside down! When the upside down image shines
on the back of your eye, it strikes the retina. The retina contains the optic nerve
that sends the message of what you are looking at to the brain. The rods and
cones help us see shapes and colors and are a part of the retina. The optic nerve
carries the message to your brain.
Then the brain decides what you are seeing. The brain decides what to do.
When you look at the word CAT, your eye sends a message to your brain that you
are looking at some writing in your book. Then your brain gures out or remem-
bers the word, and you read CAT. Look at this word tag: EYE. Can your brain,
with the help of your eyes, tell you what the word is?
Are tears important? Why? Yes, they keep your eyes wet, but they also help
them stay clean. Did Brown Bear shed tears? Every time we blink, we wash the
surface of the eye with tears. We can wash out dust and other things that get into
our eyes. We should not rub them when they itch, though. What do you think we
should do? Well, we can blink several times to make the dust or other object
come out. We can also get help in cleaning out our eyes, but that should be done
by an adult with clean water and cotton.
Lets try this now. Hold your head straight and look straight in front of you.
Now, without moving your head, look over here. (Point to a spot that will require
the students to move their eyes only.) How did you get your eyes to move? Yes,
the eyes have eye muscles that move your eyes from side to side and up and
down and around without moving your head. Lets try that. Can you feel your eye
muscles moving your eyes? How does moving your eyes help you read?
Some people cannot see things as well as other people. Young people can
usually see better than older people. When they have trouble seeing things that
are close but can see things that are far away easily, they are called farsighted.
When the opposite happens, and they cant see things that are far away but can
see things that are near, they are called nearsighted. Wearing glasses helps correct
seeing problems.
Organizing the Idea
1. Students complete Activity Colorful Eyes.
2. Discuss and compare the class graph with that of another class.
3. Draw and label the parts of the eye.
At the Writing Center:
4. Given action pictures that have been cut in half, children imagine what the
other half of the picture might look like. The children then select a picture
they would like to illustrate and complete the missing half. The children dic-
tate a sentence about the picture. Example: I see a (boy, girl) running.
5. Students make a class book based on Brown Bear, Brown Bear. They draw a
picture of a classroom object, then write their names and the name of the
object under the picture. All the students pictures are bound together and
read using the pattern of Brown Bear.
Example: Ricky, Ricky, what do you see?
I see a ag waving at me.
6. Cellophane glasses activity. Students make cutout glasses using different col-
ors of cellophane paper. The students write or illustrate a story about what
they saw with their glasses.
Oral Assessment
1. What part of the body do we use to see?
2. What are some things you can see?
3. How could you tell what an object was if you couldnt see it?
4. Name at least three important parts of the eye.
5. Why is our eye like a camera?
6. Why do we need tears?
7. How do you care for your eyes?
8. Why is it important to take good care of your eyes?
9. What part of the eye gives the color?
Li st of Act i vi t i es for t hi s Lesson
L Blind Mans Bluff
L Colorful Eyes
L Eye Care
Obj ect i ve
Students count to ve.
Mat eri al s
Two blindfolds; bean bag
Procedures
Par t I
1. One child is blindfolded. The other children sit close together in a circle on
the oor.
2. Spin the blindfolded person around three times, then release.
3. The children clap hands to signal to the blinded student where they are.
4. The blinded student nds another child and sits on the childs lap.
5. The blinded student feels the childs face, shoulders, arms, hands, legs and
clothing. The blinded student tries to relate shape, size, and texture of the
mystery childs hair and facial features to those of a child she/he knows.
6. The blind person tries to identify the child on whose lap he/she is sitting.
Par t II
1. Working in pairs, one student is blindfolded. The partner leads the blind-
folded student around the room.
2. After being blindfolded, the students make a list of things heard, felt and
smelled.
Par t III
Obj ect i ve
Students investigate eye color found most frequently among the boys and girls in
the classroom.
Mat eri al s
Prediction graph; eye marker for prediction graph; eye color graph; eye markers
for eye color graph; glue stick; small mirror; model of the eye
Procedures
1. Students predict which eye color they think will be found most often in the
classroom by placing an eye marker on the prediction graph under the eye
that is colored the color that they think will be found most often.
2. Students take turns looking into the small mirror to determine their eye color.
3. Students place an eye marker with their name on it onto the eye color graph
under the color of their own eyes.
Di scussi on
1. Did the color that you thought we would nd most often turn out to be the
one that we did?
2. If we visited another classroom, would we nd the same eye color more than
any of the others? Why? Why not?
3. Would we nd the same eye color to be the most common if we had looked at
the girls eyes? Boys eyes?
Obj ect i ve
Students list different ways of caring for their eyes.
Mat eri al s
Magazine photos of people wearing glasses
Procedures
1. Use magazine photos to make a display showing people wearing glasses.
Are there famous entertainers or politicians shown?
How does wearing glasses change how people look? What do glasses make
them look like?
What eye care products do you nd advertised in magazines?
2. Discuss good eye care and list examples, such as using protective gear in
sports and on the playground, and avoiding dangerous toys and pointed
objects. Students make a list of ways to keep eyes safe.
3. Organize eye exams for your class. Ask the school nurse for her assistance.
ACTIVITY
LEye Care
BIG IDEAS The sense of hearing helps us learn from each other through com-
munication. Sound can produce patterns.
Whol e Group Work
Mat eri al s
Book: Hearing by M. Rius, J. M. Parramn and J. J. Puig, then placed in the
Library Center
Bag of large lima beans for the Mathematics Center
Sticks, balls and bells that produce sound
Sealed containers each holding one object or several different objects
Tape recording of ve different sounds; pictures of corresponding objects
Radio
Earplugs
Yogurt containers or paper cups
A pencil
Lengths of string at least 12-feet long
Language chart
Tape recording of a re alarm, a police siren, a shout for help; or other sounds
signaling danger
Pamphlets showing a diagram of an ear, which can be obtained from an ear doctor
The teacher goes behind a desk or tall bookcase so the students cannot see what
she is doing. She rings a bell and asks the students to guess what she did. She
repeats this with various objects that students cannot identify. She then writes
a note on a piece of paper, and again, asks what she did. The students say they
dont know because they cant see or hear. What sense were you using before?
Hearing. Without hearing it is hard to learn about the world. We would have to
use another sense.
What causes sound? You have to hit something? Is that the only way? You can
talk. What else? These are the questions we are going to investigate in the centers,
today, but before going to the learning centers, we are going to have group play.
1. The teacher claps her hands, taps her foot, rings a bell, etc., a certain number
of times. The students count and tell how many times they heard a sound.
2. A child creates a pattern with different sounds (clapping, snapping his/her ngers,
dramatic sound effects, high or low voices, loud or soft voices, musical instru-
ments, stamping feet, etc.). Students repeat the patterns and create their own.
Tell students that sounds help us identify things. In one of the activities, stu-
dents will try to identify sounds. They will then select their favorite sound and
graph the information.
Hearing
L ESSON
3
Exploring the Idea
At the Science Center, the students
complete Activity Sound is Vibration.
complete Activity Talking Tubes.
complete Activity Objects Vibrate.
complete Activity Hold the Phone, as below.
Students do the following:
1. Each pair of students receives two yogurt containers and a length of string.
2. The students make a hole in the bottom of each container with a pencil.
3. The students thread the ends of the string through the holes in the containers
from the outside in, making a knot at each end of the string to keep the string
ends from slipping out of the holes.
4. One partner stands at one end of the classroom while the other partner moves
as far away as needed to make the string taut.
5. Each partner takes a turn speaking into the phone while the other listens at
the other end. Keep the string taut.
The teacher prepares several sealed containers holding one object or a combi-
nation of several different objects. Students shake the containers and describe
the sounds they hear. They predict whats inside. They record their predictions
and then open the containers and compare predictions with actual results.
Students shake several sealed containers and predict whats inside. They then
try to nd and match one container with another that has the same objects
inside.
Students take turns wearing blindfolds and listening to a partner drop beans
on the table. One player drops one then two beans in succession, for example:
drop ... drop drop. The blindfolded student says three - why? One plus two or
one plus one plus one. The students use different sound patterns through ve.
At the Listening Center, students listen to a prepared tape of various sounds
and then guess what objects made the sounds, by matching sounds to picture
cards. Then they sort the picture cards of sounds by soft and loud. Students listen
to the sounds and arrange the pictures in the order in which they heard them.
At the Music Center the students identify the deepest, highest, loudest and
softest sound in the taped sounds.
At the Writing Center, children wear earplugs to experience being hearing-
impaired. Discuss and record emotions they felt on a language chart or individual
sheets that can be compiled into a class book. The students discuss lip reading
and sign language.
Getting the Idea
1. Read the book Hearing. The students discuss hearing as one of the ve senses
that we use to learn about the world we live in. They discuss the things they
heard on their outdoor walks. Were all the sounds they heard pleasant? Was
there noise? Music? Did they hear laughter? Crying? What did they learn
about the world through the sense of hearing? Students make suggestions that
are written on a chart to be used later in the Writing Center.
2. After discussing with the students the activity with the paper phones, ask
for suggestions as to how they work. After the students have given their ideas,
explain that when the talking partner speaks, the air in the container vibrates.
The string carries the vibrations to the container at the other end, and the lis-
tening partner hears them as sounds.
3. What makes the sounds that our ears pick up? (Vibrations that travel in the
air.) Things need to vibrate before we can hear them. Did the paper phones
vibrate? The rubber band? Your throat?
4. As you show a diagram of the external and internal ear, describe how the ears
work. Play the tape recording of one of the sounds, or play a radio. Ask the
students to place their hands on the radio to feel the vibrations. Tell them we
can hear the music or the voice coming from the radio or tape player because
it is vibrating it is making the air vibrate or move back and forth. As the air
moves back and forth, or vibrates, it makes sound waves. The sound waves
travel through the air in all directions. The waves reach the outer ear and
travel through the ear canal. As they travel in the ear canal, they strike the
eardrum, and make it begin to vibrate. These vibrations make other parts of
the ear, called the middle ear, vibrate.
As the middle ear begins to vibrate, a small part in the inner ear, called
the cochlea, begins to vibrate. The cochlea is a small bone shaped like a
seashell that is lled with liquid. As the shell, or cochlea, begins to vibrate it
makes the liquid inside it vibrate. The vibrations of the liquid tickle tiny hairs
that line the cochlea, causing them to vibrate and send a message to the audi-
tory nerve. This nerve also acts like an electrical wire and sends the message
to your brain. Remember, all of this has to do with vibrations.
When the brain receives the sound message, again it gures out what the
sound is, what is making the sound (the vibrations from the radio) and what
you should do about it (enjoy it if it is your favorite group). In the morning if
you hear your mother telling you to get up to go to school, you get up and
hurry.
Your ears do more than just hear sounds they help us keep our balance.
The inner ear helps us know if we are sitting, standing, lying down, or hang-
ing upside down! You know also that you can make yourself very dizzy and
even sick to your stomach by spinning yourself around for a long time.
Sounds can also help us get away from danger. Ask the students to
describe the process that they follow when there is a re drill. What warns us
of danger?
5. Ask students why they think that the class favorite sound was __________ in
the survey. After their explanations, ask them if all the sounds they hear are
pleasant? unpleasant? What does their sense of hearing tell them about
sounds?
6. What else does our sense of hearing do for us? (It warns us of danger.)
Organizing the Idea
1. Students study a sign language chart and pick out three words that they learn
to sign. They show what they have learned to the class.
2. Working in pairs, students practice lip reading from each other. They decide
on a message rst and say it without sound, and the partner reads the lips.
3. Discuss with the students the proper care of ears. They make posters for hall
display indicating proper ear care and safety. At the Writing Center, students
dictate sentences listing what you should do and should not do to your ears.
Applying the Idea
Invite a piano tuner to demonstrate to the class how the sense of hearing helps
him or her perform the job. What kind of training does it take to become a piano
tuner?
Invite a police ofcer, re ghter or soldier to tell the class what the hearing
requirements are for the type of work he or she does. Why is the sense of hearing
important for each one of these jobs?
Oral Assessment
1. How do we communicate with each other?
2. What part of you body do you use to hear?
3. Could you communicate if you couldnt hear? How?
4. How would you feel if you couldnt hear? Why?
5. Why and how do you have to take care of your ears?
Put pictures of objects in a box. Students sort them by things they can hear (that
make noise) and things they cant hear (dont make noise).
Wri t t en Assessment
Given labels for ear parts and a diagram of the ear, students place labels on a ear
diagram.
L Sound is Vibration
L Talking Tubes
L Objects Vibrate
L Favorite and Alarming Sounds
Obj ect i ve
Students can say that sounds are caused by vibrations in things.
Mat eri al s
Different-size bottles; same-size bottles; water; wooden spoon or stick; seven-
eight glasses that are the same shape and size
Procedures
The teacher demonstrates that the vibration of air in a container causes sound.
1. Fill bottles of different sizes and bottles of the same size with the same and
with different amounts of water.
2. Students predict what will happen if they blow across the tops of the bottles.
The students then go ahead and blow on the bottles, trying to see if there is a
pattern among the different sounds the bottles make.
3. The students try to sequence the sounds from lowest to highest.
4. If the students are interested, they can make a water marimba. Fill several
same-size drinking glasses with water at different levels and strike lightly
with a wooden spoon or stick.
5. Students discuss high and low tones in relation to the amount of water in the
identical containers.
Getting the Idea
1. What was vibrating that was causing the bottles to make different sounds?
(The air inside the bottle.)
2. Did all the bottles have the same amount of air in them? (No, the ones that
had a lot of water had only a little bit of air at the top.)
3. When you were hitting the glasses in the water marimba, what was vibrating?
(The glasses and the air were vibrating. That is why all the glasses have to be
the same shape and height, otherwise the sounds would be different.)
ACTIVITY
LSound Is Vibrations
Obj ect i ve
Student can say that sound travels.
Mat eri al s
Paper-towel tubes; a ticking clock or timer; plastic tubing six feet to eight feet in
length (available at hardware or pet stores); two funnels; masking tape
Procedures
1. Place a ticking clock or timer on one end of a wooden table. Place one open-
ing of a cardboard tube on the other end of the table. The students take turns
holding an ear to the other end of the tube to hear the ticking coming through
the tube.
2. Attach a funnel to each end of the plastic tubing, using masking tape. Partners
stand six to eight feet apart while one whispers a message to her/his partner
too quietly for the partner to hear. The rst child then whispers the message
into one of the funnels while the second child listens through the other. The
partners take turns listening and whispering.
Getting the Idea
Explain to students that the ear is something like a tube with a funnel. Sound
comes in through the outer part of the ear which is like the funnel and trav-
els through a tube called the auditory canal.
Ask the students to list every object that was vibrating to make the sound
heard. (The clock, when it ticked, vibrated, and because it was sitting on the table
made the wood vibrate; the sound traveled through the wood and through the air
in the cardboard tube to the persons ear.) When the students whispered without
the aid of the funnel, the sound was not loud enough to be heard from that dis-
tance, but it did cause vibrations, otherwise you could not have heard whisper-
ing. The sound waves also traveled through the air and though the funnel.
After this activity, the teacher gives the rest of the explanation of the way the
ear functions in hearing.
ACTIVITY
LTalking Tubes
Obj ect i ve
Students can say that sound is produced when objects vibrate.
Mat eri al s
Tuning fork; pan with water; cereal akes; rubber band; drum; radio; paper
towels
Procedures
Students:
1. Strike a turning fork and dip it in water.
2. Sprinkle cereal akes on a drum, then tap the top of the drum.
3. Stretch a rubber band between two ngers and pluck it; stretch the elastic far-
ther and pluck it again.
4. Put your hand on the top of a playing radio. Describe sounds and changes of
sounds of different objects.
5. Put your ngers on the front of your throat, very close to your voice box.
Be careful that you dont press hard enough to hurt yourself. Make a noise.
Describe what you felt in your throat as the noise was coming out.
Quest i ons
What did you feel when you touched the turning fork after you hit it?
What did the rubber band do when you plucked it? What did it do when you
stretched it farther and then plucked it?
What was each one of these objects doing as it was making a sound, including
your throat?
ACTIVITY
LObjects Vibrate
Obj ect i ve
Students say that sounds can warn us of danger.
Mat eri al s
Sticks; balls; bells
Tape of sound of the siren, cry for help, re bell, etc.
Procedure
Hide several objects (sticks, balls and bells that produce sound) behind a box or
board. Students listen to the sounds each object makes and guess what it is. The
students make a graph of the number of students that prefer a particular sound;
they graph the data and from the graph, select the class favorite sound.
Students listen to the sounds of the siren, cry for help, etc. How are these
alike? People are in danger and our sense of hearing helps us detect that danger.
ACTIVITY
LFavorite and Alarming Sounds
X
X
X X
X X X
X X X
X X X X
X X X X X
X X X X X
bell whistle bubble gum toy pistol rubber band
pop
BIG IDEAS The sense of touch helps us learn about our world by feeling it and
learning the size, texture and shape of things.
Whol e Group Work
Mat eri al s
Book: Touch by M. Rius, J. M. Parramn and J. J. Puig.
Paper and pencil for each student; ngerpaints; four or ve boxes, each having
different-textured materials; paper towels
One-inch squares of sand paper, cotton cloth, plastic, wool cloth, silk, orange
peel, hand lotion (greasy), tape (sticky), piece of adhesive tape with dirt stuck
on it (grainy); other things of different textures
Three pans of water; one is at room temperature, one is cold, and the other is
fairly warm, the differences being sufcient for the students to sense them. In
one of the pans put some sand, in another small pebbles and in another some
other objects they can feel; it doesnt matter which material goes into which
pan.
Word tags: smooth, soft, hard, grainy, rough, skin, etc
Ask the students what part of the body they use to see. Eyes. To hear? Ears. Taste?
Tongue. Feel? All over the body? Does your hair feel it when you cut it? What
about your ngernails? Why doesnt it hurt when you cut your ngernails? You
feel with your skin. Only the skin? If you break a bone does the bone hurt inside?
Can you feel under your skin? Yes, your sense of feeling is everywhere in your
body. We will discover a lot of the answers to these questions as we perform our
activities.
After this discussion, begin the lesson by going on an outing. Students go out
into the playground and take several sheets of paper and a pencil. Students select
things to trace on paper, e.g., brick wall, sidewalk, leaf, penny, etc. When the stu-
dents return to the classroom, they describe the textures using appropriate adjec-
tives and write about the textures in their journals.What did you trace on this
paper? (A wall.) How do you know this is a leaf? Is it rough, smooth?
At the Science Center, the students work on these activities:
1. Each child removes a shoe and sock and feels the inside of several feeling
boxes with a bare foot. The students describe what they feel.
2. The students put their hands in a pan of cold water and describe how it feels.
Then they put their hands in a pan of water at room temperature and describe
how it feels. Then they put their hands in a pan of warm water (make sure it
is not too hot) and again they describe what they feel. Can they feel the water
temperature and the texture at the same time?
Touch
L ESSON
4
3. Ask students to put a bare foot into the pan with water at room temperature
and ask them what they feel. Again, can they feel that they are touching some-
thing wet and something rough at the same time? Ask the students, if they
were to put their bare foot into the cold water would it feel colder than if they
touched it with their hands? Why do they think that cold (or warm) feels
colder (or hotter) on the soles of the feet than on the hands? Do they like to
walk bare foot on grass? rough stones? Why? Why not?
4. Place several objects of various sizes and shapes in a bag. Ask a child to reach
into the bag to nd an object and to identify it using only the sense of touch.
The child shows the object, then asks another child to nd a bigger or smaller
object than the rst. Can they feel several things on the same object?
5. Read the book Touch by M. Rius, J.M. Parramon and J.J. Puig to the class.
Discuss the main idea of the book. Tell students that they will investigate
more about the sense of touch in several activities. The rst activity involves
going outside to discover more about the sense of touch.
Exploring the Idea
1. The students graph the classs favorite texture. Discuss which is favorite, least
favorite, etc. Students graph the class Touch preference and discuss during
the Getting the Idea phase.
2. The students working in pairs take turns giving each other beans to count.
One student is blindfolded and puts hands over his/her ears. The partner
gives the student the beans, again in patterns, for example: 1 +1 +2 =4, but
is very careful not to make noise that would give away the number of beans
he/she has. The students count the beans using only the sense of touch.
3. Students make patterns by using rough, smooth, bumpy textures, for example,
rough, rough, soft, sticky, rough, rough, soft, sticky, etc. They describe their
patterns verbally and draw in journals.
4. Students order by size the various objects they selected from the bag during
the whole group activity, from largest to smallest and then smallest to largest.
5. The students sort the objects by shape into categories, or if the objects are not
geometric shapes, then students sort in any way they wish function, color,
etc.
At the Writing Center, the students construct a barefoot book in which they
draw and write about how things feel with bare feet which feelings they like
and which they dont.
At the Science Center, the students construct a Feelie Book in which they
tape or glue a different material or object on each page. Students label each page
2. At this time, the students report on the work they did at the Mathematics
Center and show their graphs. They explain their graphs and describe the pat-
terns they made using the appropriate adjectives.
3. What did we learn about our world by touching? Can we touch the moon? Can
we touch a star? What sense do we need for that? Can you touch thunder? Can
you touch a cloud? What senses do we need for that?
4. What did we learn about size and shape of things using our sense of touch?
5. Show the students the diagram of the epidermis. Tell them: The sense of
touch is also very important. We use it in several ways. Since our skin covers
all of the body, our skin protects us, and at the same time it gives us informa-
tion about what is around and outside your body. When we touch something
our skin tells us if that thing is strange or familiar, wet or dry, hot or cold,
rough or smooth, hard or soft. Many times it gives us messages about all of
these things all at the same time. The skin protects our body in another way
it keeps out harmful organisms that cause disease and infection. For exam-
ple, if we cut a nger, we put a Band-aid over the nger to keep out dirt that
carries organisms that cause infection. The skin is like a giant Band-aid over
our body that helps keep out organisms.
All the information we receive by our sense of sight and by our sense of
hearing comes to our brain through nerve endings. It is the same with our
skin. The epidermis, or the top layer of your skin, contains many, many nerve
endings all over your body. These nerve endings send messages to your brain
telling you what kind of thing you are feeling. Then your brain gures out
what it is, and if there is something you need to do about it. For example, if
your friend puts a piece of ice on your neck, the nerve endings in the skin of
your neck send a message back to your brain that says: ICE! Your brain
decides that you dont want ice on your neck and it sends a message back to
your body to move and maybe even yell.
Your sense of touch can do several things. When someone or something
touches you, you can feel that it is touching you, but you can feel that you
touch it back. You can also feel how hard something is touching you. We use
special nerve endings to feel pressure. Sometimes, if we press too hard, we get
a bruise on our skin.
One thing that we dont like about our sense of feeling is that we can feel
pain. If we touch something that is hot, it hurts us, and we immediately take
our hand away. That is one way our sense of touch protects us.
Body hair and ngernails are also part of the skin. Your hair does not have
nerve endings on it and does not send messages to the brain. Cutting our hair
and nails when they get too long causes no pain. Fingernails and hair, how-
ever, also protect our bodies.
Applying the Idea
Somet hi ng for you t o t hi nk about and research
Invite a physician to speak to the class about how she or he uses the sense of
touch to help diagnose illness. What do they touch when a person is well, or
when they are sick? Why does a doctor put a thermometer in your mouth? What
does a thermometer do? Why does a persons skin feel hot when he or she is ill?
Oral Assessment
1. How does the sense of touch help us learn about the world we live in?
2. How can you tell if one thing is bigger than another if you cant see it?
3. What else can you learn about something that you cant see, but you can feel?
(Shape: round, straight, bent, curved, broken.)
4. What part of your body do you use for the sense of touch?
5. How do you take care of your skin?
1. Count and tell how many apples there are in this bag, without looking. Tell
your teacher how you did it.
2. Can you tell if I have more apples or more oranges in this bag without look-
ing? Show your friend and if he or she agrees your idea is correct, then show
your teacher.
3. Put on a blindfold. Using these shapes, sequence them by making a pattern;
then, tell your teacher what pattern you made.
BIG IDEAS The sense of smell helps us to enjoy life and helps us learn about
unsafe conditions.
Whol e Group Work
Mat eri al s
Book: El cuento de Ferdinando by M. Leaf
Matches; diagram of the nose; sandpaper; cinnamon stick; cutout pictures of ow-
ers; cotton ball or fabric; pictures or picture books of animal noses; various
pieces of food (apple, potato, orange, lemon, grapefruit, etc.); four containers
with clear liquid (water, mineral oil, vinegar, alcohol)
10 baby food jars, each one containing a scent (alcohol, garlic powder, onion, cin-
namon, etc.) for the Science Center
1. Read and discuss Ferdinando, a story of a bull who loves to smell owers.
Identify the smells in the story. List them on a chart as pleasant and unpleas-
ant for use at the Writing Center.
2. Give students four containers with clear liquid (water, mineral oil, vinegar,
alcohol). Students classify the content in the containers according to whether
it smells or does not smell.
3. Light a match. Ask students what they smell. What does the smell tell them?
Discuss and list how the sense of smell warns us of danger. Example: smoke
from re, bad smell in rotten foods, smell of gas from stove. Brainstorm other
ways the sense of smell helps us in times of need.
4. Use pictures or picture books of animal noses and have the children name the
animal that goes with the nose.
Exploring the Idea
At the Science Center:
1. Students complete Activity Using Your Nose.
2. Each child opens one baby food jar at a time and sniffs. Each child places a
picture of what she thinks is inside on top of the jar. Then students compare
results and decide on the correct match after discussion.
3. Working in pairs, students take turns being blindfolded and trying to identify
food substances given to eat. Next, they pinch their noses and remain blind-
folded while they eat the food (apple, potato, orange, lemon, grapefruit, etc.).
They check to see which foods they could identify without smelling them.
Smell
L ESSON
5
1. The students graph which nose the class liked the best.
2. Create sets of noses (snouts, trunks, etc.) by sorting pictures.
3. Create nose patterns (with pictures or prints of noses).
At the Art Center, the students
1. mix aromatic oils or extracts into tempera paints and use to paint pictures.
2. rub a piece of sandpaper with a cinnamon stick. Students cut the sandpaper
into squares and punch a hole at the top of each square. They put a piece of
yarn through the hole to make a necklace. Students verbally express what a
cinnamon smell reminds them of.
3. draw or trace and cut out pictures of owers. In the center of each ower, glue
a cotton ball or fabric dipped in aromatic oil or extract. Children display their
ower garden and describe it using appropriate vocabulary related to the
senses. Students write descriptive words on buttery cutouts and hang or sta-
ple around the owers. Students discuss why butteries are attracted to ow-
ers (sight, smell).
At the Drama Center, the students pantomime smelling different smells such
as owers, smoke, mud, perfume, dirty socks, rotten eggs, etc. One of the students
pantomimes one event, and a partner guesses what the smell is. They take turns.
Getting the Idea
1. Use the diagram of the nose to explain the following about the sense of smell:
The sense of smell is very important to a person. Our nose helps us know
more about the world we live in than we do when we just touch things and
people or just see them. We say that some things smell good and that some
dont. We say that some foods taste good and some dont. How can the nose
do this?
The sense of smell starts with your nose, but it includes other parts of
your head and your brain. Lets use the example of the burning match to help
us understand how this sense works.
Here is how your nose works. When the match started to burn, tiny little
particles of ash that came from the match oated through the air. These small
pieces of material are too small for us to see, but the nose is sensitive to them
and can smell them as they travel through the air into your nose. When the
small pieces of ash tickle the nerve endings of the olfactory nerve, which is
like an electrical wire on a telephone, the olfactory nerve carries the message
to your brain telling it that you are smelling a burning match. This nerve is
located (here, pointing on the diagram) high up on the nasal passage. We
dont always smell an odor right away because it takes time for the small par-
ticles to travel in the air and then into your nose to the nerve endings. When
you have a cold, and your nose is all stuffed up, why do you think you cant
smell something like perfume or taste your food?
Human beings have a very weak sense of smell. As people evolved and
began to use reason more, they didnt need to smell things quite as well as
other animals did. They could use their eyes and their brains in a different
way. There is one way your sense of smell is different from all your other
senses. After sensing a particluar smell for a while, your sense of smell gets
tired. When you rst come into the house, you can smell dinner cooking,
but after that your olfactory nerves get overtired and then you dont smell
anything at all.
Some people develop their sense of smell for a special use. A perfume
maker can tell all the different owers from each other by their different
smells. A wine maker has the same talent for telling wines from each other by
their smell.
Smell is one of the ways we have of knowing about our world and enjoy-
ing what it has for us. Close your eyes and smell a rose, or after a long winter,
go outside. That nice green smell tells you spring is here.
2. Discuss the use of noses by animals and by people.
3. Which senses do you use in tasting? Can you taste something if you cant
smell it? Which of the foods can you still taste even if you cant smell them?
Organizing the Idea
At the Writing Center, classify the pleasant and unpleasant smells listing them on
a chart for later reference. Students choose an animal they would like to be and
ll in the frame sentence: If I were a __________ , Id like to smell a __________ .
Applying the Idea
Di scussi on
Present this situation to your students:
You go on a trip in your car with your family. You take sandwiches to eat, but
you stop at a restaurant to have dinner. The next day you want to eat your
sandwiches, but when you open the package, the sandwich smells funny.
What should you do?
Oral Assessment
1. How can the sense of smell warn us of danger?
2. If a person is blind, how can he tell if theres a re or other danger?
3. Why is the sense of smell so important?
4. Describe the best smell and the worst smell youve experienced. How did it
make you feel?
5. What part of your body do you use to smell with?
6. How does the sense of smell help us enjoy life?
L Using Your Nose
Obj ect i ve
Students investigate the relationship between how a given food looks and
how it tastes.
Mat eri al s
One enveloped unavored gelatin; sugar; food coloring (different color for each
group); water
Procedures
Day 1 Divide class into small groups. Each group makes unavored gelatin
and places it in the refrigerator overnight to set.
Day 2
1. Each group looks at one color of gelatin and guesses possible avors simply
by sight. They graph their favorite color gelatin.
2. Repeat using only sense of smell and graph favorite-smelling gelatin.
3. Finally, taste and brainstorm possible avors. Graph favorite-smelling and
favorite-looking gelatin.
Ask students:
1. What did the graphs show?
2. Did you change your minds about your favorite gelatin after you had tasted
and smelled it?
3. What role did your eyes and nose play in tricking your senses?
4. What foods look better than they taste?
ACTIVITY
LUsing Your Nose
BIG IDEAS Taste helps us, among other things, to select and enjoy food. There
are four familiar tastes.
Whol e Group Work
Mat eri al s
Book: Taste by M. Rius, J. M. Parramn and J. J. Puig
Mirrors (one for every two students, at least); chart; fruits to cut into small pieces;
toothpicks; Q-tips, two for each student; pictures of people eating; pictures of
foods people can eat and foods people should not eat; small pieces of various
foods for taste test (including sweet, sour, salty, bitter; e.g., cookie, lemon,
cracker, banana peel); glasses of salt, sugar, lemon, and baking soda dissolved
in water; individual, small diagrams of the tongue; water and cups for clean-
ing tongue; bag of M&M candies; Sweet Tarts candies; fruits to cut into small
pieces (include lemons and banana peel or grapefruit peel); small pieces of
pear, apple and potato for each child
Word cards: sweet, sour, salty, bitter, tongue, taste
Introduce the lesson by having students dip one end of a Q-Tip in the solutions of
salt, sugar, lemon, and baking soda, one substance after another, and having stu-
dents taste each. After each student has tasted the liquid, the students describe
the avors. Students clean their tongues after each tasting. Ask the students to
explain what helps them taste the different tastes that were in the solutions. Help
them speculate about what happens on the tongue for them to be able to taste. As
the students give suggestions, write the relevant ones on the chart to be used later
in the Writing Center. The students relate each taste to foods that have similar
tastes making a list to be used later.
Before reading Taste to the students, ask them what they think it might be
about. After reading the book, have them compare their predictions with the
content of the book. Caution students that they need to be careful about what
things they taste. Tell the students that in the learning centers they will learn
more about taste.
Exploring the Idea
Students collect data to be used in selecting the class favorite taste. They predict
which among the common avors such as salty, sweet, sour, or bitter is preferred.
Several small pieces of various foods can be prepared and offered to the students
to eat. This way, there is a common sample from which to select the foods they
like and those they do not. They make a tally of how many people like a particu-
lar food by grouping by ves (| | /| | ). Tell the students that in collecting this
information they have to make sure that everyones vote is counted. They can do
Taste
L ESSON
6
this by making one and only one mark for each persons vote, such as drawing a
happy face if they like. Ask the students: Did each person draw one and only one
face? Does each happy face have a person who drew it? If thats true, then we
know that everyone voted, and voted only once. What do you do to see what the
favorite food is? Yes, count the happy faces for each food and compare. Which
food got the most votes? How do you know? How can we tell when one number
is greater than another? What is one way? Yes, you can match the happy faces to
see which taste received more votes. What about Banana Peel? How many voted
for that? What number tells us that Banana Peel did not get any votes? Yes, the
number zero.
(Sweet) (Sour) (Salty) (Bitter)
Cookie Lemon Cracker Banana
Peel
1. The students, working in small groups, use the taste graph to select the class
favorite food and decide whether it is salty, sweet, sour or bitter. They report
their selection to the class during the Getting the Idea phase of the lesson.
2. Children wash and cut different fruits into small pieces and sort the pieces of
fruit in as many ways as possible. They discuss the outcomes.
3. After the fruit is cut, each child is given a wooden skewer or toothpick and
creates a patterned fruit kabob focusing on a number such as ve, six (one
more than ve) or some other number.
1. The students locate and label the taste spots of the tongue.
2. Students complete sentences:
__________ tastes like __________ . (This is relating one taste to some other
similar taste).
You can taste __________ . You should not taste __________ . (Three things that
can be tasted and one that should not be tasted.)
At the Science Center, students complete Activity Taste Areas.
Getting the Idea
1. Discuss why it is difcult to try counting by using taste only.
2. Compare and discuss the results of the favorite food survey. Which foods do
more people like and do not like? How do you know?
3. When you looked through the magazines for pictures of people eating, which
tastes did these foods have: sweet, sour, salty, or bitter? Which pictures were
the easiest to nd in the magazines? Can you guess by looking at the pictures,
which taste is in most common foods?
4. The students verbally describe the pattern each created using taste vocabulary
salty, sweet, bitter, sour. Example: salty, salty, sweet, sour, etc.
5. Provide each student with one or two M&Ms candiers and Sweet Tarts, a
piece of lemon and a piece of banana peel or grapefruit peel, a piece of apple
or pear and a piece of potato. Display the diagram of a tongue and describe the
function of the tongue. The tongue is the main body part we use for tasting
food. Remember, we already talked about the nose helping us in tasting food,
but it is the tongue that carries messages about what you are eating to the
brain. We know that the senses such as sight, hearing, touch and smell are
possible because the nerve endings in the eye, the ear, in the skin and in the
nose send messages to the brain, and the brain decides what to do about the
message. It is the same with the tongue.
The tongue is a muscle covered with many small bundles called taste buds
that have many nerve endings. Different parts of the tongue have small bun-
dles, or taste buds, that perform different jobs. We can only taste four different
avors sour, salty, bitter and sweet because the taste buds can only per-
form those jobs. For example, at the front of the tongue, taste buds mostly taste
sweet tastes like sugar and honey. Now, lets all taste the piece of lemon you
have at your desk. Can you tell where you are tasting it? Yes, sour tastes make
the sides of your mouth begin to water because the sides of the tongue taste
sour tastes like lemons or vinegar. Now, try tasting the banana peel. Where can
you taste it? In the back of your tongue? Yes, the taste buds at the back of the
tongue taste bitter tastes like grapefruit or banana peel. The taste buds for salty
tastes are all over the tongue. We can taste salt on every part of the tongue.
There is another important thing to remember about taste it is the part
saliva plays in helping you taste your food. Get one of the M&Ms and put it
on the top of your tongue. Can you taste the candy? No, we have to get it wet
with saliva, chew it and mix more saliva with the candy before we can begin
to taste it. The saliva mixes with the food and spreads the avors all over the
tongue. The different taste buds begin their jobs and you can tell if the candy
is sweet, sour, salty or bitter. Lets taste the Sweet Tarts. Where can you taste
them?
Remember, we said that being able to smell something we are eating is an
important part of tasting it. When you have a cold and your nose is stuffed,
can you smell your food? Does your food have a good taste, or does it all taste
the same? Try this experiment: Close your eyes and hold your nose. Now, taste
the pieces of pear, apple and potato you have. If you dont smell the food, can
you tell the difference between the taste of pear, apple and potato?
Do you think it is a good idea to taste something that is not familiar to
you to nd out what it is? Why? Yes, it could be something that is not good
to eat. Some things look good, but can be very dangerous. If we are offered
food we dont know about (for example, when we go trick-or-treating during
Halloween) or we want to nd out what kind of food something is, we should
not taste it. We should ask a parent or relative if it is safe to taste it.
Organizing the Idea
At the Science Center:
1. The students cut out pictures of foods and glue on appropriate areas of the
tongue.
2. Provide students pictures of many different foods. Students sort the pictures
in as many ways as possible related to tastes. Provide pictures of things that
should and should not be tasted.
3. Students, using a mirror, look at and describe their tongues. Encourage them
to describe the texture, color, etc. of the tongue using the vocabulary learned
in previous lessons.
Applying the Idea
Do animals have a sense of taste? Design an experiment to see if a cat (or dog) has
a sense of taste.
Oral Assessment
1. What are the four familiar tastes?
2. What part of the body do we use to taste?
3. What does the sense of taste teach you about the world we live in?
4. How does taste help us select and enjoy food?
5. What would happen to you without the sense of taste?
6. Describe how the sense of taste and the sense of smell are related.
7. What are some things that should not be tasted?
1. Tell your friend how the sense of taste and the sense of smell are related.
2. Using a mirror, point to the places on your tongue where you would most
likely taste a candy bar, potato chips, lemon juice, and a grapefruit peel.
3. Using these two-color chips, show your partner all the ways you can make
four, ve, six or any number you want to show.
three plus one two plus two one plus three
L Taste Areas
Obj ect i ve
The students say that they taste different avors on different parts of the tongue.
Mat eri al s
Variety of food samples; water; paper cups (one for each type of food); chart
paper; box of toothpicks; markers; blindfold
Procedures
Students work in pairs.
1. One partner wears a blindfold.
2. Using a toothpick, place a small amount of one type of food on the region of
the tongue identied as 1 in the illustration. The blindfolded student judges
the taste with the mouth still open so the food sample is not spread to other
regions of the tongue.
3. Record the judgment each time. Rinse the mouth with water between tastes.
4. After placing the rst food type on all four regions of the tongue and recorded,
taste the next food.
5. The partner performs the test.
6. Students draw and write about the avors the tongue tastes.
ACTIVITY
LTaste Areas
BIG IDEAS We learn best about our world when we use our ve senses at the
same time.
Whol e Group Work
Mat eri al s
Book: El Pas de los Cinco Sentidos by E. Larruela
Small package of candies, such as M&Ms, chocolate kisses, or Skittles, wrapped
so the candies cant be seen
Objects such as an alarm clock, telephone, peanuts, a picture of a television, a
bell, a whistle
Pictures of people using more than one sense
A peanut in the shell for each student
Chart
Five boxes placed in Science Center
Begin the lesson by giving each student a peanut. Ask the students to describe the
peanut to the class. If they do not report on all of these observations ask: How
does it look? How does it feel? How does it smell? Sound? The students crack
open the peanut. Repeat the questions. The students taste the peanuts. The stu-
dents dictate simple sentences and an experience with peanuts. Write the rele-
vant words on a chart for later use at the Writing Center.
Tell the students that in the centers they will work with all the ve senses to
see how the senses work together to give us more information than is available
when we use only one sense.
Exploring the Idea
At the Science Center, students label each of ve boxes with the name one sense.
Several objects such as an alarm clock, a telephone, peanuts, a picture of a televi-
sion, a bell, a whistle, etc. are sorted by one sense used with these objects. The
categories will vary among students. Discuss how we often use more than one
sense when using objects and classifying them.
Student complete Activity We Need Five Senses.
Students complete Activity All Five.
At the Mathematics Center, students working in groups of four receive a small
package of candy. Students describe what they see; estimate how many candies
are in the package; smell the package and describe the smells. They graph the
class favorite; rst based on sight (do not open wrapped candies), second on smell
(smell unwrapped candies). After opening the package, count the pieces to check
the number estimates. Then students taste the candy and graph their favorite.
Altogether, Now
L ESSON
7
1. Students write about their experiences with food as a story with the title
Foods That Taste Better Than They Look or about Foods That Look Better
Than They Taste.
2. The students write and complete frame sentences such as:
I can (smell) a peanut and I can (taste) a peanut.
I can (feel) a ower, and I can (smell) a ower.
I can (smell) a (pizza). But I cant (smell) a (glass of water).
I can (feel) air, but I cant (smell) it.
At the Drama Center, in an oral presentation, students try to persuade the rest
of the class to try their favorite fruit in a different manner. Examples: putting red
pepper on an orange; eating bananas with peanut butter and mayonnaise in a
sandwich.
8. Is it easier or harder to live without all ve of the senses? Why?
9. What part of our body do we use for the sense of sight? Hearing? Touch?
Smell? Taste?
Getting the Idea
Read and discuss the book El Pas de los Cinco Sentidos by E. Larruela.
Organizing the Idea
1. Students draw or cut out pictures showing people using more than one sense.
Students tell what senses the pictured people are using. How many pictures
could students nd for each sense?
2. Student compile completed work into a class Big Book.
Applying the Idea
Probl em Sol vi ng
Working in pairs or in small groups, students show with two-color counters that 0
plus ve and ve plus zero are other names for ve. Can they show another name
for four? Another name for zero?
Oral Assessment
1. How can we identify each fruit without looking?
2. Can you feel color? Smell it? Hear it?
3. Can you feel light? Smell it? Hear it? Taste it?
4. Can you feel a star? Hear it?
5. What are the ve senses?
6. Why is it important to use all ve senses?
7. What would happen to someone who didnt have all ve senses? Why? Can a
person substitute one sense for another?
Using these counters, show all the different names for ve.
three plus two two plus three one plus four four plus one
L We Need Five Senses
L All Five
Obj ect i ve
Students say that they obtain more information if they use more than one sense to
identify substances.
Mat eri al s
Five blindfolds; chart paper and marker
Five baby food jars, each containing one of the following: salt, sand, granulated
sugar, powdered sugar and cornstarch
Procedures
1. Choose ve volunteers who have not seen the jars containing the ve
substances.
2. Seat the volunteers at a table, blindfold them and give each one a paper
and pencil.
3. Place one of the jars in front of each volunteer.
4. Ask each student to feel the content of the jar and whisper it to the teacher.
The volunteers are not to taste what is in the jar, and they are not to say
aloud what they think it is.
5. The teacher records the written responses on a chart.
6. Rotate the jars one position to the right.
7. Again have the volunteers feel the contents and whisper to the teacher what
they think the substance is. Record the results on the chart.
8. Continue until each of the volunteers identies all ve substances using only
the sense of touch.
9. Be sure the chart is where volunteers will not see it, and remove the blind-
folds.
10. Place the jars in front of the volunteers in a different order from that of step 4.
11. Ask each volunteer only to look at the substance in the jar and whisper to
the teacher what it is. The volunteers are not to taste or feel the substance.
They are not to give their answers aloud, and they must not look at each
others responses.
12. Again rotate the jars, recording the responses of each participant.
13. When all ve substances have been identied by all ve participants by both
touch and sight, let them use other ways to identify the substances. If they
suggest tasting, assure them that none of the substances is harmful to taste.
Di scussi on
How accurate were the responses from the sense of touch alone? From the sense
of sight alone? From a combination of these, and possibly with help from the
sense of taste? How do the senses depend on each other? How do all ve senses
help us to know what is happening around us?
ACTIVITY
LWe Need Five Senses
Obj ect i ve
Student say that we can learn more about the world if we use our ve senses at
the same time.
Mat eri al s
Pieces of orange, carrot, celery, cantaloupe, grapefruit, potato, apple, pear,
banana, with the peel of each cut off; wrap each piece in a piece of paper
napkin; names of each fruit or vegetable on cards
Blindfolds for
1
3 of the children in the class
Procedures
1. Do not show the students the food or tell students which foods you are using;
tell them that they are to identify each food using only one sense at a time.
2. Blindfold one group of students (about
1
3 of the class) and give them a combi-
nation of three wrapped pieces of food (for example, apple, pear, potato) to
identify by smell only.
3. After identifying the foods by smell, the children pick out the cards with the
names of the foods they guessed, open the packages and check the results.
4. Next, blindfold another group (about
1
3 of the class) and give them a combina-
tion of three wrapped pieces of food to identify by touch only.
5. After identifying the foods by touch, and selecting the appropriate name
cards, the children open the packages and check the results.
6. The last group does not wear blindfolds. Give this group the three wrapped
pieces of food to identify by touch, smell and appearance. They, too, select
the appropriate name cards.
Di scussi on
Which group of children was able to identify the foods most easily? Why?
If this had been a contest, would it have been fair to award the prize to the last
group? Why?
What does this activity tell you about the way we learn if we use our ve
senses?
Which foods were the easiest to guess? Why?
Which foods were the hardest to guess? Why?
ACTIVITY
L All Five
References
Annot at ed Chi l dren s Books
Si ght
Heari ng
Aliki. (1962). My ve senses. New York: Harper Collins
Publishers.
This book gives a good overview of the ve senses and
explains that sometimes we use just one or two senses,
sometimes all ve.
Brenner, B. (1977). Caras. New York: E. P. Dutton.
Photographs show the reaction of the senses to both
pleasant and unpleasant stimuli.
Broekel, R. (1988). Tus cinco sentidos. Chicago:
Childrens Press.
The book explores the ve senses through photographs
and answers questions posed by the author.
Larreula, E. (1984). El pas de los cinco sentidos. Madrid:
Editorial Teide, S.A.
In this fantasy world all senses are separate and only
one sensation can be experienced at a time. The senses
unite and become what we are today.
Murphy, C. (1986). Tus sentidos. Boston: Editorial
Norma, S.A.
This pop-up book of the senses describes the location
of each of the senses and how each helps us know our
world.
Radlauer, R. S., & Perez, W. (1960). About four seasons
and ve senses. Chicago: Melmont Publishers.
This volume contains many illustrations. The text for
each subsection is followed by an open-ended question.
Sands, S. (1991). Kids Discover: The ve senses. New
York: Kids Discover, 1(3).
This magazine issue discusses each sense separately
with diagrams, photos and pictures. It also stresses the
need for using all ve senses in experiencing life.
Tymme, J. (1978). I like to see: A book of the ve senses.
Racine, WI: Western Publishing Company.
Alexander, M. (1978). Pigs say oink: The rst book of
sounds. New York: Random House.
Cole, J. W., & Welch, K. (1977). All ears. Oklahoma City:
The Economy Company.
Rena and Nathan meet Listen Bug, an insect that helps
them become aware of sounds they had never stopped to
listen to.
Coleccin Piata: Sonidos y ritmos. (1985). Mexico:
Patria.
This book explores the wonders of sound.
Flores, R. (1979). Caracolitos: Escucha. Oklahoma City:
The Economy Company.
Nora and Gabriel meet Escuchi, a small animal that
helps them become aware of sounds they had never
stopped to listen to.
Brown, M. (1979). Arthurs eyes. Boston: Little, Brown
and Company.
Arthurs friends tease him when he gets glasses, but he
soon learns to wear them with pride.
Flores, R. (1979). Caracolitos: Ojitos. Oklahoma City:
Economy Company.
Carlota meets an octopus with eight eyes that tells how
he sees different things with each eye.
Garca Snchez, J. L. (1978). El nio que tena dos ojos.
Madrid: Ediciones Altea.
This is the beautiful story of a boy born with two eyes
on a planet where all inhabitants have one eye. He learns
to overcome his defect and lives a full life.
Holt, J. (1977). All eyes. Oklahoma City: The Economy
Company.
Jana meets an octopus with eight eyes that tells how he
sees different things with each eye.
Martin, B. Jr. (1970). Brown bear, brown bear, what do
you see? New York: Holt, Rinehart and Winston.
A predictable rhyming book that explores sight,
colors, animals, etc., in an entertaining manner.
Rius, M., Parramn, J. M., & J. J. Puig. (1983). La vista.
Hauppauge, NY: Barrons Educational Series.
This book explores, through beautiful illustrations, the
wonders of our sense of sight.
Rius, M., Parramn, J. M., & J. J. Puig. (1985). The ve
senses: Sight. Hauppauge, NY: Barrons Educational
Series. (Translated from Spanish: La vista)
A short scientic explanation of our sense of sight,
with a diagram of the eye.
Smith, K. B., Crenson, V., & Sorms, R. S. (1988).
Coleccin mil preguntas: Viendo. Buenos Aires:
Editorial Sigmar.
The sense of sight is explored through questions and
answers with interesting explanations and illustrations.
Williams, L. (1985). Qu hay detrs el rbol? Madrid:
Ediciones Hymsa.
Before discovering the truth, two children allow their
imagination to run freely as they try to guess what could
possible be behind a tree.
Touch
Smel l
Gerson, S. (1987). La orquesta. Mxico: Editorial Trillas,
S.A.
While listening to the instruments play, a cat and
mouse become music lovers, not enemies.
Knight, D. (1988). Coleccin quiero conocer: El mundo
del sonido. Mexico: Sistemas Tcnicas de Edicin,
S.A. de C.V.
Experiments and colorful illustrations are used to
explore sound.
Rius, M., Parramn, J. M. & Puig, J. J. (1983). El odo.
Woodbury, NY: Barrons Educational Series.
This book illustrates the most enjoyable sounds in
the world.
Rius, M., Parramn, J. M., & Puig, J. J. (1985). The ve
senses: Hearing. Hauppauge, NY: Barrons
Educational Series.
A short scientic explanation of our sense of hearing,
with a diagram of the ear.
de Podendorf, I. (1979). Sonidos. Chicago: National
Textbook Company.
This is an interesting presentation of sounds and how
they are a part of our daily lives.
Smith, K. B., Crenson, V., & Storms, R. S. (1988).
Coleccin mil preguntas: Oyendo. Buenos Aires:
Editorial Sigmar.
The sense of hearing is explored through questions and
Smith, K. B., Crenson, V., & Storms, R. S. (1988).
Hearing. New Jersey: Troll Associates.
Questions and answers provide basic information
about hearing and the ear.
Wolf, B. (1979). Ana y su mundo de silencio.
Philadelphia: J. B. Lippincott.
This is a true story of Anas daily life experiences as a
deaf child.
Wood, N., Rye, J. (1991). Listen...What do you hear? New
York: Troll Associates.
Discusses the phenomenon of sound, how it varies in
volume and pitch, how it travels and how it is perceived
by the ear.
Aliki. (1962). My hands. New York: Thomas Y. Crowell.
Describes the parts of the hand and all the things our
hands help us to do.
Brighton, C. (1984). My hands, my world. New York:
MacMillan Publishers.
Cole, J. W., & Welch, K. (1977). Toco Toucns touch
book. Oklahoma City: Economy Company.
Toco Toucn introduces us to the world of touch.
El rey Midas. (1980). Madrid: Editors S. A.
This is the classical story of King Midas.
Flores, R. (1979). Caracolitos: El libro de Toco el toucn.
Oklahoma: The Economy Company.
Toco the toucan explores the world of touch.
Goor, R., & N. (1984). All kinds of feet. New York:
Thomas Y. Crowell.
Presents the different types of feet found in the animal
kingdom in the text and photos.
Kline, S. (1985). Dont touch. Chicago: Albert Whitman
& Company.
Rius, M., Parramn, J. M., & Puig, J. J. (1985). El tacto.
Hauppauge, New York: Barrons Educational Series.
This book illustrates and describes the different tex-
tures we nd in the world.
senses: Touch. Hauppauge, New York: Barrons
Educational Series.
A short scientic explanation of our sense of touch,
including a diagram of the skin.
Smith, K. B., Crenson, V. & Storms, R. S. (1988).
Coleccin mil preguntas: Tocando. Buenos Aires:
Editorial Sigmar.
The sense of touch is explored through questions and
Wood, N., & Willey, L. (1991). Touch...What do you feel?
Mahwah: NJ: Troll Associates.
Explores the world of touch, examining how it works
and what it tell us about our surroundings.
Allington, R., L., Cowles, K., & Thrun, R. (1980).
Smelling. Milwaukee: Raintree Childrens Books
Publishers.
Brown, M. T. (1976). Arthurs nose. Boston: Little, Brown
and Company.
Unhappy with his nose, Arthur visits the rhinologist to
get a new one.
Cole, J. W., & Welch, K. (1977). My nose knows.
Oklahoma City: Economy Company.
Sniffwell is told that his nose is for smelling, and he
learns to enjoy the smells found in his environment.
Flores, R. (1979). Caracolitos: La nariz de Pepito.
Oklahoma City: The Economy Company.
Mother rabbit tells Pepito that his nose is for smelling
and he learns to enjoy many smells.
Leaf, M. (1962). El cuento de Ferdinando. New York:
Scholastic.
Ferdinando, unlike other bulls, prefers to sit and smell
the owers, rather than display his strength and fero-
ciousness.
Rius, M., Parramn, J. M., & Puig, J. J. (1985). El olfato.
This book vividly illustrates the most memorable
smells in life.
Tast e
Teacher Resources
senses: Smell. Hauppauge: NY: Barrons Educational
Series.
A short scientic explanation of our sense of smell,
with a diagram of the nose.
Pluckrose, H. A., & Fairclough, C. (1986). Smelling. New
York: Franklin Watts.
Smith, K., Crenson, V., & Storms, R. S. (1988). Coleccin
mil preguntas: Oliendo. Buenos Aires: Editorial
Sigmar.
The sense of smell is explored through questions and
Flores, R. (1979). Caracolitos: Lo sabroso sabrosito.
Oklahoma City: The Economy Company.
All of the different tastes that our tongues can
distinguish are depicted with illustrations of children
and food.
Lasa, M. (1988). Voy a cocinar. Mxico: Sistemas
Tcnicas de Edicin, S.A. de C.V.
This recipe book for children has recipes that are cul-
turally appealing.
Rius, M., Parramn, J. M., & Puig, J. J. (1985). El gusto.
This book beutifully illustrates all the different tastes.
senses: Taste. Hauppauge, NY: Barrons Educational
Series.
A short scientic explanation of our sense of taste.
Smith, K., Crenson, V., & Storms, R. S. (1988). Coleccin
mil preguntas: Gustando. Buenos Aires: Editorial
Sigmar.
The sense of taste is explored through questions and
Vallarta Velez, L. (1983). Coleccin Piata: El azcar.
(1985). Mxico: Patria.
Everything about sugar is explored through beautiful
illustrations depicting Mexican society.
Vallarta Velez, L. (1983). Coleccin Piata: El chocolate.
(1985). Mxico: Patria.
Interesting facts are presented about the origin and the
characteristics of chocolate with illustrations depicting
Mexican society.
Abruscato, J., Fossaceca, J. W., Hassard, J., & Peck, D.
(1984). Holt science. New York: Holt, Rinehart and
Winston.
Poppe, C. A., & Van Matre, N. A. (1985). Science learning
centers for the primary grades. West Nyack, NY:
Center for Applied Research in Education.
Trostle, S. L., & Yawkey, T. D. (1990). Integrated learning
activities for young children (Getting Started).
Boston: Allyn and Bacon.

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